Academic procrastination among university students is a common problem. The authors examined the prevalence, reasons, areas, and effects of academic procrastination in selected higher education institutions in the Amhara Region, Ethiopia. We also examined whether academic procrastination varied with respect to the institutional category and gender of the student. 323 students sampled from three universities, using a stratified sampling technique, completed the questionnaire. In a concurrent mixed-methods study, both qualitative and quantitative data are integrated starting from data collection through conclusion. The results indicate that nearly 80 percent of the students are procrastinators to varying degrees, of which half always procrastinate due to poor time management skills, lack of planning for academic activities, laziness, and stress. The results also showed that procrastination happens irrespective of gender and institutional realities and results in not only academic failure but also affects student affective and emotional behavior. Finally, it is suggested that students are expected to improve their time management practices to minimize negative effects of the delay. It is also suggested that universities shall include such activities in their student support systems as counseling and training on specific areas that students procrastinate most.

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One of the inputs for a high-quality education is using laboratory activities which are characteristic features of science teaching at all levels of education. Consequently, this study was carried out to investigate the perception and practice centered on assessing the practice of laboratory work and identifying the factors that affect its implementation. To achieve these objectives, data were collected from secondary school students and teachers. In doing this study, quantitative and qualitative research methods and a descriptive survey design were used. Stratified random sampling was used in the selection of study participants. The data were obtained through questionnaires, observation, and interviews. Based on the analyzed data, the findings of the study revealed that both students and teachers perceived that chemistry practical courses (experiments) are relevant to students learning. The findings of the study also showed that despite its relevance, the practice of laboratory work is very low. Furthermore, the lack of resources (such as laboratory equipment), the lack of time to practice laboratory work, and students’ lack of engagement in laboratory activities were the major factors that affect the implementation of laboratory work. Finally, recommendations were made based on the major findings to improve the practice of laboratory work.

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